A Diversified Teaching Model of Business English in Multimodal Perspective

Author:

Gong Shengjie1

Affiliation:

1. 1 Department of Humanities and Arts , GanDong College , Fuzhou , Jiangxi , , China .

Abstract

Abstract Traditional business English pedagogy has predominantly relied on an unimodal teaching approach, which often fails to satisfy the demands of contemporary talent development. Addressing this inadequacy, this study advocates for the establishment of a diversified teaching model from a multimodal perspective. Furthermore, it introduces a comprehensive evaluation framework designed to assess the efficacy of various business English teaching methodologies. This evaluation model employs the K-means clustering algorithm for data segmentation, utilizes both positive and negative indicators for constructing metrics, and integrates the fuzzy comprehensive evaluation method with gray system theory for robust analysis. The research was conducted at AB University, where experimental and control groups were established to critically assess the effectiveness of the diversified teaching approaches. Results indicate that the experimental group’s average business English score was 53.1, which is significantly higher by 10.94 points than that of the control group (P<0.01). Moreover, notable differences were observed in students’ classroom behaviors, including course engagement, responsiveness to teachers, and learning attitudes, all showing highly significant improvements in the experimental group (P<0.01). Similarly, in terms of teaching quality, the experimental group significantly outperformed the control group across the dimensions of content design, lecture delivery, and overall teaching impact (P<0.01). This study not only underscores the effectiveness of the proposed diversified business English teaching model but also provides a theoretical and empirical foundation for its evaluation.

Publisher

Walter de Gruyter GmbH

Reference21 articles.

1. Prieto, L., Phipps, S., Stott, N., & Giugni, L. (2021). Teaching (cooperative) business: the “bluefield experiment” and the future of black business schools. Academy of management learning & education(3), 20.

2. Lin, T., & He, Y. (2019). Does bilingual instruction impact students’ academic performance in content-based learning? evidence from business school students attending bilingual and l1 courses. Sustainability, 11(1).

3. John, K. (2020). English medium instruction. ELT Journal(3), 3.

4. Chris, B. (2022). Decolonizing business english: exploring classroom ideologies. ELT Journal(2), 2.

5. Kacper, O., & Mateusz, J. (2019). Board games for teaching english prosody to advanced efl learners. ELT Journal(3), 3.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3